Active Learning in the Sciences

ASSUMPTIONS of ACTIVE LEARNING Derived from two basic assumptions 1. Learning is by nature an active endeavor 2. Different people learn in different ways (Meyers & Jones, 1993)

Broader Assumptions for Active Learning Understanding is more than knowing facts. Students construct understanding from experience. Students build on their current understanding. Effective learning requires students to take responsibility for their own learning. Knowledge transfer depends on how well students understanding what they have learned.

ELEMENTS OF ACTIVE LEARNING Talking and listening Writing Reading Reflection

Characteristics of Active Learning Less emphasis placed on “transmitting” information Emphasis on developing students’ skills Students involved in higher-order thinking (analysis, synthesis, evaluation) Students engaged in “activities” Self exploration of student attitudes and values

TRAITS OF ACTIVE LEARNING Students spend most of class time actively engaged (not just listening) Students regularly interact with their peers Instructor is more of a facilitator, less of a conveyor of knowledge (talking head) Students receive immediate feedback on their work Student takes responsibility (ownership) for their knowledge (Randall D. Knight)

ACTIVE LEARNING STRATEGIES Individualized Processes Bell Ringers Worksheets PBL Homework Student Reading Tutoring Next time questions

ACTIVE LEARNING STATEGIES SMALL GROUP PROCESSES Cooperative Learning PBL Computer Simulated labs White Boarding Socratic Dialoging Work Stations Concept Maps Games

ACTIVE LEARNING STATEGIES WHOLE GROUP PROCESSES Peer Instruction Think-Pair-Share Socratic Dialoging Discussions Interactive Demonstrations Problem of the Day Case Studies Student Summaries

Constructivism Literal translation: With Theory Only, You Have Nothing